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A qualitative analysis of sub-degree students commentary styles and patterns in the context of gender and peer e-feedback
Abstract While research interest is building in theWhile research interest is building in the role and effectiveness of electronic based peer feedback (Peer e-Feedback) in the context of L1/L2 English writing, that of Chinese language education at sub-degree level has been neglected. This paper seeks to address this shortfall by examining aspects of how sub-degree level students at a Hong Kong Community College respond to peer roles in the context of e-feedback to written work in a Wiki-supported Chinese language class. The work focuses on identifying the predominant commentary styles employed in a Wiki-supported peer-reviewed writing environment (WPWE) and also gives attention to the question of Gender to probe features and scope, similarities and differences displayed between female and male students. Among the patterns identified was the trend to produce feedback in a descending order, viz: (1) offering a solution; (2) identification of a problem/good point; (3) explanation; (4) localization; and (5) elaboration. Some gender differences emerged e.g. males tended to offer 'specific suggestions' more readily than female students. Interestingly and importantly, both genders demonstrated inabilities and or reluctance to offer requests for elaboration - evidence that some well designed training may be desired before conducting online peer-reviewed writing activity. It was evident too, that positive feedback outnumbered negative feedback even when some helpful corrective criticism was clearly needed and appropriate. Overall, the many positives far outweighed some negatives in the educational value of Peer e-feedback as a useful tool in Chinese language education. The study also showed that there is a need to further refine and clearly define some of the terminology now appearing in this important area of research.earing in this important area of research.
Abstractsub While research interest is building in theWhile research interest is building in the role and effectiveness of electronic based peer feedback (Peer e-Feedback) in the context of L1/L2 English writing, that of Chinese language education at sub-degree level has been neglected. This paper seeks to address this shortfall by examining aspects of how sub-degree level students at a Hong Kong Community College respond to peer roles in the context of e-feedback to written work in a Wiki-supported Chinese language class. The work focuses on identifying the predominant commentary styles employed in a Wiki-supported peer-reviewed writing environment (WPWE) and also gives attention to the question of Gender to probe features and scope, similarities and differences displayed between female and male students. Among the patterns identified was the trend to produce feedback in a descending order, viz: (1) offering a solution; (2) identification of a problem/good point; (3) explanation; (4) localization; and (5) elaboration. Some gender differences emerged e.g. males tended to offer 'specific suggestions' more readily than female students. Interestingly and importantly, both genders demonstrated inabilities and or reluctance to offer requests for elaboration - evidence that some well designed training may be desired before conducting online peer-reviewed writing activity. It was evident too, that positive feedback outnumbered negative feedback even when some helpful corrective criticism was clearly needed and appropriate. Overall, the many positives far outweighed some negatives in the educational value of Peer e-feedback as a useful tool in Chinese language education. The study also showed that there is a need to further refine and clearly define some of the terminology now appearing in this important area of research.earing in this important area of research.
Bibtextype inproceedings  +
Doi 10.1007/978-3-642-14657-2_15  +
Has author Leung K. + , Chan M. + , Maxwell G. + , Poon T. +
Has extra keyword Chinese language + , Community college + , Female students + , Gender differences + , Hong-kong + , Peer e-feedback + , Peer feedback + , Peer roles + , Qualitative analysis + , Student learning + , Wiki-supported learning + , Writing activities + , Feedback + , Students +
Has keyword Chinese writing + , Peer e-feedback + , Student learning + , Wiki-supported learning +
Isbn 3642146562; 9783642146565  +
Language English +
Number of citations by publication 0  +
Number of references by publication 0  +
Pages 149–159  +
Published in Lecture Notes in Computer Science +
Title A qualitative analysis of sub-degree students commentary styles and patterns in the context of gender and peer e-feedback +
Type conference paper  +
Volume 6248 LNCS  +
Year 2010 +
Creation dateThis property is a special property in this wiki. 6 November 2014 16:09:48  +
Categories Publications without license parameter  + , Publications without remote mirror parameter  + , Publications without archive mirror parameter  + , Publications without paywall mirror parameter  + , Conference papers  + , Publications without references parameter  + , Publications  +
Modification dateThis property is a special property in this wiki. 6 November 2014 16:09:48  +
DateThis property is a special property in this wiki. 2010  +
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A qualitative analysis of sub-degree students commentary styles and patterns in the context of gender and peer e-feedback + Title
 

 

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